Artykuły w czasopismach na temat „Career education programs”
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Manno, Bruno V. "Backtalk: An opportunity framework for career pathway programs". Phi Delta Kappan 102, nr 5 (26.01.2021): 68. http://dx.doi.org/10.1177/0031721721992573.
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Traditional career development programs have focused on developing the skills students need to become qualified and competent in the career of their choice. But, as Bruno Manno explains, students need more than specific job skills to succeed in careers. They need the habits of mind that will enable them to set a goal and pursue it and the habits of association that will connect them to people who can help them succeed. By adopting an opportunity equation framework, career pathways can work with community partners to help students practice these habits in real workplaces.
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Aurangzeb, Wajeeha, Azhar Mehmood i Sumaira Khan. "Gendered Perceptions’ regarding Career Guidance Needs at Higher Education Level". International Journal of Innovation in Teaching and Learning (IJITL) 6, nr 2 (22.01.2021): 48–62. http://dx.doi.org/10.35993/ijitl.v6i2.810.
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Career guidance had been a strong variable for consideration in democratic societies at global level. Individual autonomy and choice making is imperative for indulging in better market economy. Career guidance programs, if introduced at university level are very helpful for students in overcoming hesitation in career choices and selecting desirable study paths. The study compared career guidance needs among students at higher education level in Pakistan with reference to gender. Mix method design was adopted to extract data from graduating students enrolled in Management Sciences through questionnaire and semi structured interviews (male=100, female=100). Findings illuminated that male students (μ=4.1) have a clear idea about career guidance through internship programs whereas female students (μ=3.1) differed in their views about it. Male students suggested that career planning strategies, if implemented in their course may help designing lifelong careers whereas female students’ focus was towards development of effective career skills only. It is suggested that career guidance is on the brink of coming a national reality at all of the educational levels, so it may be included as a vital part in curriculum. Furthermore, as female students in our society are given less projection so they may be provided with more chances of exposure towards their future careers.
Keywords: Perceptions, career guidance, career skills, career planning
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Alam, Gazi Mahabubul. "Do Urbanized Socioeconomic Background or Education Programs Support Engineers for Further Advancement?" International Journal of Educational Reform 30, nr 4 (10.03.2021): 344–60. http://dx.doi.org/10.1177/1056787921998338.
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Theoretically, education supports improving graduates’ socioeconomic outcomes and careers by injecting citizenship values and making sure they are employable. Evidence confirms that socioeconomic background influences the level of education achieved which in turn greatly shapes the careers of graduates. Relevant knowledges and competencies are the fundamental parameters for career advancement. Ideally, education delivers the knowledge and competencies needed, and engineering is no different in this respect. The role of engineering education is crucial and to remove its associations of being a white-collar job, engineering education programs were developed to help working-class people enter this profession and advance their socioeconomic prospects. While socioeconomic backgrounds of engineering graduates can to some extent guide their career advancement the role of education is the major factor. A number of studies have examined the influence of socioeconomic backgrounds of graduates on career advancement, but none so far have been done for engineering education; particularly in a former British colonial setting. With this in mind the paper is the first to tackle this subject. Multiple techniques were used to collect the data and the findings confirm that engineering education and career advancement are not saliently linked. Not only education, but urbanized socioeconomic backgrounds do greatly govern the career advancement of engineers. A well targeted policy intervention may help engineering education to play a larger and more desirable role.
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Lokan, Jan, Marianne Fleming i Bryan Tuck. "Career-Related Information". Australian Journal of Career Development 2, nr 1 (marzec 1993): 14–19. http://dx.doi.org/10.1177/103841629300200106.
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The provision of comprehensive, well-organised information on educational courses, jobs and career opportunities has been recognised as a key component of careers services in schools since the inception of such services. Recent position papers on desirable career education programs and training programs for careers teachers/coordinators in Australia have reinforced the important role of adequate information resources. Some of the recommendations of these papers are summarised and recent Australian research on adolescents' life concerns and the perceived value of a range of potential sources of career-related information is reviewed. Findings related to information seeking by over 5000 high school students in some new research are described and discussed.
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Kim, Kioh, Carmen Jones Harris i Long Pham. "How Character Education Impacts Teachers". International Journal of Multidisciplinary Perspectives in Higher Education 3, nr 1 (26.12.2018): xx. http://dx.doi.org/10.32674/jimphe.v3i1.632.
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In recent years, teacher retention rates have decreased and student behavioral concerns have increased. This article presents if teachers that who have favorable beliefs about the effectiveness of Character Education programs also have a greater satisfaction with their career. Based on the responses of 159 school teachers, a positive correlation was found between teachers who self-reported that Character Education programs are effective. These teachers also reported a higher level of satisfaction with their teaching career. Character education programs help students moderate their behavior, and boost teacher career satisfaction.
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Mokher, Christine G., James E. Rosenbaum, Alexis Gable, Caitlin Ahearn i Louis Jacobson. "Ready for what? Confusion around college and career readiness". Phi Delta Kappan 100, nr 4 (26.11.2018): 40–43. http://dx.doi.org/10.1177/0031721718815672.
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Florida’s College and Career Readiness Initiative (FCCRI) required schools to administer a community college placement test to 11th-grade students and enroll students who did not pass in a college readiness course. Christine Mokher, James Rosenbaum, Alexis Gable, Caitlin Ahearn, and Louis Jacobson surveyed teachers of the course and found that, from their perspective, the initiative overemphasized preparation for college degree programs and provided few options for lower-performing students. The use of the college placement test effectively conflated college and career readiness, leaving work-bound students unmotivated and discouraged. The authors recommend broadening the definition of readiness to include both college and careers and to raise the profile of certificate programs that could lead to well-paid careers without requiring a placement test.
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Ciarocco, Natalie J. "Traditional and New Approaches to Career Preparation Through Coursework". Teaching of Psychology 45, nr 1 (15.12.2017): 32–40. http://dx.doi.org/10.1177/0098628317744963.
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Traditional career preparation courses provide students with a variety of benefits. Students taking these courses report a better understanding of psychology-related careers, less indecision about their future careers, and are more knowledgeable about themselves in relation to careers. Yet only 37% of undergraduate psychology programs offer formal career preparation through the curriculum. Given the lack of experience and training faculty have on career preparation issues, they may be uncomfortable developing such courses. This article addresses considerations one should make when developing a career preparation course for undergraduate psychology majors as well as potential topics and assignments for the course. It also outlines how to place career preparation within the major using modules when career preparation courses are not available.
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Okolie, Ugochukwu Chinonso, Chinyere Augusta Nwajiuba, Michael Olayinka Binuomote, Christian Ehiobuche, Ntasiobi Chikezie Nwankwo Igu i Ogungboyega Suliyat Ajoke. "Career training with mentoring programs in higher education". Education + Training 62, nr 3 (23.03.2020): 214–34. http://dx.doi.org/10.1108/et-04-2019-0071.
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PurposeThis study explores how career training with mentoring (CTM) programs work in Nigerian higher education (HE) institutions to foster students' career development and employability of graduates. It also explores how Nigerian HE curriculum can be adequately used to facilitate CTM as well as possible constraints to effective implementation of CTM programs in Nigerian HE institutions.Design/methodology/approachThe study draws on interviews with well-qualified and experienced experts from six Nigerian public universities (each from the 6 geo-political zones of Nigeria), and 20 industries also within the same 6 geo-political zones of Nigeria that were selected for this study using a purposeful sampling technique. The study interviewed 33 experts comprising 21 senior academics at Nigerian universities and 12 industry executives to reveal substantial information about CTM programs in Nigerian HE institutions.FindingsDrawing on the three key themes that emerged during the thematic analysis and linked to social cognitive career theory, it is clear that participants are convinced that CTM can enhance clarity about students' career ambitions, career interests, personal development plans and employability. Findings show that there are some career-related programs or activities that Nigerian HE students are presented with, but the programs have not been effective as to offer graduates quality career guidance and employability skills that employers demand. Acknowledging these, participants recommend establishing CTM centres in all Nigerian HE institutions to provide students with the opportunity to receive quality career advice, coaching and mentoring services while schooling.Practical implicationsThe findings of this study shed light on varying resources required to cope with the demands of labour market in terms of supply of competent workforce that can contribute to Nigeria's economic growth and development. The findings are highly relevant for Nigeria and other developing countries' policy and research initiatives that aim to promote social inclusion and equity and improve better working conditions for all. The findings also have implications for career development and employability of HE graduates in developing world context.Originality/valueUnderstanding the role that CTM programs can play in facilitating career development and graduate employability can arguably be of importance within the developing world context. This study, therefore, provides significant suggestions on how to build sustained HEIs and labour market partnership to foster career development and employability of HE graduates through establishing CTM centres in every Nigerian HE institutions.
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Howley, Craig B. "Career Education for Able Students". Journal for the Education of the Gifted 12, nr 3 (kwiecień 1989): 205–17. http://dx.doi.org/10.1177/016235328901200304.
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This paper examines the assumptions of career education for intellectually and academically gifted students from the perspective of new research about the characteristics of these students. It suggests that changes in career education in gifted programs are warranted. Discussion relates four initiatives for change to the issues of careerism and intellectualism.
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Baiguzhin, Pavel Azifovich, Dariya Zakharovna Shibkova, Tatiana Vladimirovna Ryba, Alexey Dmitrievich Gerasev i Roman Idelevich Aizman. "Student-athletes’ dual career as a psychological and educational phenomenon". Science for Education Today 12, nr 3 (30.06.2022): 48–67. http://dx.doi.org/10.15293/2658-6762.2203.03.
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Introduction. The article analyzes psychological and educational aspects of dual career development for student-athletes. The purpose of the research is to summarize modern ideas about the phenomenon of a dual career pathway, to expand and deepen the knowledge of practitioners providing psychological and educational support for student-athletes. Materials and Methods. By adopting prospective and scientific approaches to studying dual career development of student-athletes, the authors analyzed 45 articles from 250 selected sources on the problem, published on the Web of Science search platform from 2017 to 2021. The keywords for the search engine included the following: ‘mental health’, ‘dual career’, ‘student’ and ‘sport’. In accordance with the research goal, the authors used the following theoretical methods: comparison, clarification and generalization. Results. The study clarifies the content of dual career as a psychological and educational phenomenon in children's and youth sports. The authors have analyzed Russian and international research evidence on supporting dual careers of student-athletes, investigated variants of the structure of dual career support programs, taking into account the socio-cultural component in the development of national scales for evaluating the effectiveness of student-athletes’ dual careers. Contradictions between conceptual approaches to arranging dual careers in the studies of Western European and Eastern European researchers have been revealed. The authors identified different levels of interrelated determinants (from the individual to the macro level) affecting student-athletes’ dual career development. Conclusions. Although the theory of dual career pathway is sufficiently developed in the international scholarly literature, there are significant differences between conceptual approaches to organizing a dual career in different countries. The main difference lies in the content of educational programs for student-athletes, especially their psychological and educational components. The orientation towards basic values (artistic and aesthetic education, respect for the opponent, ‘team spirit’ and others) is characteristic for Russia and Eastern countries, while the technocratic approach and the dominant role of commercialization in the training of student-athletes are emphasized in the USA and Western countries.
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L St. Clair, Rebekah, Julia Melkers, Julie Rojewski, Kevin Ford, Tamara E Dahl, Nael A. McCarty, Stephanie Watts i Deepshikha (Dia) Chatterjee. "Doctoral Trainee Preferences for Career Development Resources: The Influence of Peer and Other Supportive Social Capital". International Journal of Doctoral Studies 14 (2019): 675–702. http://dx.doi.org/10.28945/4436.
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Aim/Purpose: The purpose of this paper is to understand doctoral and postdoctoral trainee preferences for different models of career development resources and how career-relevant social capital affects these preferences. Background: The supply and demand mismatch within the academic job market is augmented by a growing complaint that trainees are not prepared for a range of careers beyond the academic. So, trainees are often put in a position to seek out resources to navigate their career search processes, yet, the career development strategies that they pursue and the preferences that they have for different types of career development resources is not well understood. Drawing from existing higher education and social capital theory literatures, we examine how trainee preferences for career development resources are shaped by the career support received from their Principal Investigator (PI) and peers, as well as their own self-efficacy. Methodology: We focus on doctoral and postdoctoral trainees in the biomedical science and engineering disciplines at two sites (but involving three institutions) funded by the National Institutes of Health (NIH) Broadening Experiences in Scientific Training (BEST) Program, a program designed to help prepare trainees for a broad variety of bio-medically related careers within and outside of academic research. Using a survey of both BEST and non-BEST trainees (those not formally in a BEST program), we conducted descriptive and logistic regression analyses of survey data to assess the factors affecting trainee preferences for three different types of career development models: (1) an intensive cohort career development experience (BEST “cohort”), (2) ad-hoc resources (“cafeteria”), or (3) choosing not to seek any career development resources at all. Contribution: This study contributes to the doctoral trainee research base by (1) taking a quantitative approach to cohort based interventions for career development, concepts historically largely examined by qualitative methods, (2) distinguishing among the types and sources of support to better tease out the different types of relationships trainees may have, (3) identifying these issues for both the experiences of the doctoral student and the lesser-studied postdoctoral fellow, and (4) moving beyond a single institution study context by examining data from three different university programs, which allows us to control for institutional and demographic characteristics which importantly is recognized as a significant need in cohort model research. Findings: We find that social capital in the form of a supportive environment and peer support was critical for shaping career development preferences. Cohort programs were particularly attractive to trainees interested in careers outside of academic science and who had low career self-efficacy. Trainees who reported high levels of PI support were less likely to pursue other career development resources, while students reporting low levels of PI support were more likely to choose to participate in a career development focused BEST cohort community. Trainees who reported low levels of PI, department, and peer support were less likely to participate in formal career development events or resources offered by academic institutions. Recommendations for Practitioners: These findings can inform university and career development administrators about the social context in which trainees develop and how that matters for how they prefer and value different formats and intensities of career support. Our recommendations point to the importance of developing (if possible) different models for providing career development resources, so trainees can take advantage of the ones most suitable for them. We further recommend programs consider different marketing strategies for the types of career development programs they offer in order for trainees to understand their options and engage in the resources that make the most sense for them. Highlighting the benefits of cohort based programs will help attract those trainees who desire and need that type of support. This clarity in program goals not only helps to set and manage expectations for trainees to know what the outcomes can be, it also helps to inform programs in terms of what resources to use and measure in helping move trainees along in their own career progression. Recommendation for Researchers: We recommend empirically differentiating the different types of support trainees may receive, as our results emphasized that the source of support matters. We also recommend that this study be replicated across different disciplines to assess the extent to which these findings apply universally. Impact on Society: This research is especially important for its impact for the job market and graduate higher education. With the growth in graduate career development training available across U.S. campuses, by designing and targeting the appropriate interventions for career development in academic institutions we can better prepare trainees for their next steps after training as they enter into the job market. Future Research: Future research needs to further examine the black-boxes that are the doctoral student and postdoctoral experiences. This literature is growing, but we need a more concerted effort to understand how factors like support (in its various forms) work with other factors, like career development efficacy. Within this context, future research should look at first generation trainees, as well.
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Lee, Wanyoung. "A Study on Problems and Improvement Measures of Career Support program and Educational programs for Athletes by Korean Sport & Olympic Committee". Korean Association For Learner-Centered Curriculum And Instruction 22, nr 13 (15.07.2022): 171–87. http://dx.doi.org/10.22251/jlcci.2022.22.13.171.
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Objectives The purpose of this study was to present the improvement measures of athlete career support program implemented by Korean Sport & Olympic Committee by analyzing the program and the problems. Methods For the purpose, literature review and interview for 8 stakeholders were performed. In-depth interviews were conducted from November to December 2021. In-depth interviews were conducted for business managers of the Korea Sports Association, external users of the program, and former and current athletes. The analyzed programs were those for career education for youth athletes, career events, promotion activities, career counseling, career competency education, and mentoring. Results The identified problems were top-down type lecture in career education for youth athletes, students' avoidance due to coercion in career events, a gap in contact path between promotion provider and consumer in promotion activities, lack of counselors who can communicate empirical facts in the field of sports in career counseling, inconsistency with the skills practically required by the society in career competency education, and lack of systematization of the mentoring curriculum in mentoring. The presented improvement measure were opening of career education program and modifying the lecture method into them centered on participation in career education for youth athletes, complementary to induce voluntary participation in career events, production of promotional contents mainly of short videos in promotion activities, placement of counselors specialized in sports area in career counseling, education through regular internship agreements with local companies in career competency education, and establishment of mentor management process in mentoring. Conclusions It is necessary to operate a career support project for athletes and develop an educational curriculum that does not lag behind the times. In addition, it should be established as a career and education project centered on student athletes and retired athletes who are consumers, not for the project.
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Smylie, Mark A., i John C. Smart. "Teacher Support for Career Enhancement Initiatives: Program Characteristics and Effects on Work". Educational Evaluation and Policy Analysis 12, nr 2 (czerwiec 1990): 139–55. http://dx.doi.org/10.3102/01623737012002139.
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This article examines the critical issue of teacher support for career enhancement initiatives, focusing specifically on merit pay and career ladder programs. It presents the findings of an empirical study that examines the relationships between program characteristics and effects on work variables and teacher support of and opposition to these programs. The findings reveal that teacher support of and opposition to both programs is strongly associated with perceived effects on different dimensions of work. Of particular importance are effects on professional working relationships with other teachers. These findings underscore incongruities and tensions between merit pay and career ladder programs and beliefs and practices that characterize and govern teachers’ work. Implications for the continued development of merit pay, career ladder, and other teacher career enhancement initiatives are explored.
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Pfund, Rory A., Robin Hailstorks, Karen E. Stamm, Peggy Christidis, Jessica C. Conroy i John C. Norcross. "Careers in Psychology Course: Prevalence, Structure, and Timing". Teaching of Psychology 48, nr 1 (28.09.2020): 63–68. http://dx.doi.org/10.1177/0098628320959950.
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Despite the multiple benefits of the careers in psychology course, it is not universally offered in undergraduate programs. Teachers who wish to design such a course may wonder about its typical number of credits, when students should take the course, and how much it uses a common curriculum across sections. The 2018 Undergraduate Study in Psychology gathered data on these questions in a nationally representative sample of undergraduate programs at associate ( n = 60) and baccalaureate ( n = 180) institutions. In 2017–2018, 39% of baccalaureate programs and 12% of associate programs offered the course. Discussion centers on department-specific adaptations of the career course, its curricular alternatives, and future research. The authors also issue a call for action to more widely implement the career course nationally.
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G. Mirick, Rebecca, i Stephanie P Wladkowski. "Women’s Experiences with Parenting During Doctoral Education: Impact on Career Trajectory". International Journal of Doctoral Studies 15 (2020): 089–110. http://dx.doi.org/10.28945/4484.
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Aim/Purpose: This study explored the experiences of women doctoral students and their perceptions of the impact of this experience on their academic careers. Background: While more women than men graduate from doctoral programs in all non-STEM fields, women are more likely to take non-tenure positions or positions at less prestigious programs such as community colleges or teaching focused institutions. This creates a lack of diversity at research intensive programs as well as potentially highlighting gender inequities within the pipeline from doctoral education to full professorship. The source of these differences in career outcomes are not fully understood, and it is unclear whether mothers are self-selecting away from research intensive positions, they are less able to obtain the required professional training for these experiences, perhaps in part due to a lack of university based supports, or they experience discrimination based on gender biases around caregiving. Methodology: In this cross-sectional, descriptive study, women doctoral students and graduates (N=777) completed a survey about their experiences as doctoral student mothers. Contribution: Little is known about the availability of supports for doctoral student mothers across fields, or their experiences with parenting during their doctoral programs. This study provides a broader view of doctoral student mothers’ perspectives as well as their understanding of the impact of their doctoral education experience on their career trajectories. Findings: Participants reported informal supports were often available (e.g. flexibility (57.1%), peer support (42.9%)) but identified a need for subsidized childcare (67.7%) and paid leave (53.3%). Many found motherhood decreased productivity (70.1%) and 55.8% said it impacted their career, including a new definition of an “ideal” position, changed career goals, professional development opportunities, being less competitive job candidates, delays in completing their program and entering the job market and a positive impact on career. Recommendations for Practitioners: Implications for doctoral programs are the need for more formal family-friendly policies, including subsidized childcare and conference travel support, improving the quality of mentoring for these students and facilitating access to a diverse array of professional development opportunities. Recommendation for Researchers: These findings suggest that there are multiple, complex factors impacting women’s career trajectory post-graduation once they have children. Researchers should consider multiple pathways to career decisions for women with children. In addition, these findings suggest that researchers exploring this topic should consider both field of study and whether women have a child at the point of program entry. Impact on Society: An underrepresentation of women in prestigious academic positions and leadership positions has a negative impact on young women who desire an academic career. The lack of women with children in these positions creates a problematic lack of diversity in leadership and a dearth of role models for women students with children. The benefits of diversity in leadership are well known. These findings can be used by doctoral programs and academic institutions to increase gender and parental status diversity in these positions, to the benefit of students, faculty, departments, and institutions. Future Research: Future research should explore the impact of supports on measures of doctoral student success (e.g. publications, conference presentations) and the impact of these experiences on students’ careers following graduation.
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KANAI, Norikane, Keishin KOH, Makiko OKUMURA, Takayuki MISU, Motoatsu MIWA i Takeaki MORI. "Programs of Company Cooperation Learning and Career Education". Journal of JSEE 60, nr 1 (2012): 97–100. http://dx.doi.org/10.4307/jsee.60.1_97.
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Rodriguez, Sophia, i Hannah Lieber. "Relationship Between Entrepreneurship Education, Entrepreneurial Mindset, and Career Readiness in Secondary Students". Journal of Experiential Education 43, nr 3 (27.05.2020): 277–98. http://dx.doi.org/10.1177/1053825920919462.
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Background: Career-focused education programs in the United States increasingly emphasize 21st century workplace readiness. These programs use project-based learning to develop a holistic, noncognitive skillset linked to an entrepreneurial mindset. Purpose: This study assesses the relationship between entrepreneurial mindset development and students in entrepreneurship education programs compared with other career-focused academies. Methodology/Approach: Using a quasi-experimental design, entrepreneurial mindset was measured in two matched groups of students from underserved communities at the beginning and end of the school year. Additional analyses were conducted to assess the impact of career-focused education on student outlook of career readiness. Findings/Conclusions: Students in entrepreneurship education showed an overall statistically significant increase in entrepreneurial mindset, specifically in communication and collaboration, opportunity recognition, and critical thinking and problem-solving. Moreover, there was a positive association between entrepreneurial mindset gains and perceptions of future career success. Implications: This study paves the way for more rigorous research on linkages between career-focused education and noncognitive skills and suggests that entrepreneurship education may be effective in developing noncognitive skills linked to career success.
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Kitchen, Joseph A., Chen Chen, Gerhard Sonnert i Philip Sadler. "The Impact of Participating in College-Run STEM Clubs and Programs on Students’ STEM Career Aspirations". Teachers College Record: The Voice of Scholarship in Education 124, nr 2 (luty 2022): 117–42. http://dx.doi.org/10.1177/01614681221086445.
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Background: The United States continues to invest considerable resources into developing the next generation of science, technology, engineering, and mathematics (STEM) talent. Efforts to shore up interest in pursuing STEM careers span decades and have increasingly focused on boosting interest among diverse student populations. Policymakers have called for engaging students in a greater STEM ecology of support that extends beyond the traditional classroom environment to increase student STEM career interest. Yet, few robust studies exist exploring the efficacy of many programmatic efforts and initiatives outside the regular curriculum intended to foster STEM interest. To maximize STEM education investments, promote wise policies, and help achieve the aim of creating STEM learning ecosystems that benefit diverse student populations and meet the nation’s STEM goals, it is crucial to examine the effectiveness of these kinds of STEM education initiatives in promoting STEM career aspirations. Purpose: The purpose of this quasi-experimental study was to examine the impact of one popular, yet understudied, STEM education initiative on students’ STEM career aspirations: participation in a university- or college-run STEM club or program activity (CPA) during high school. Specifically, we studied whether participation in a college-run STEM CPA at a postsecondary institution during high school was related to college-going students’ STEM career aspirations, and we examined whether that relationship differed depending on student characteristics and prior STEM interests. Research Design: We conducted a quasi-experimental investigation to explore the impact of participation in university- or college-run STEM CPAs on college-going students’ STEM career aspirations. We administered a retrospective cohort survey to students at 27 colleges and universities nationwide resulting in a sample of 15,847 respondents. An inverse probability of treatment weighted logistic regression model with a robust set of controls was computed to estimate the odds of expressing STEM career aspirations among those who participated in college-run STEM CPAs compared with the odds expressed among students who did not participate. Our weighting accounted for self-selection effects. Results: Quasi-experimental modeling results indicated that participation in university- or college-run STEM CPAs had a significant impact on the odds that college-going students would express STEM career aspirations relative to students who did not participate. The odds of expressing interest in a STEM career among participants in STEM CPAs were 1.49 times those of the control group. Robustness checks confirmed our results. The result held true for students whether or not they expressed interest in STEM careers prior to participation in STEM CPAs, and it held true across a diverse range of student characteristics (e.g., race, parental education, gender, standardized test scores, and family/school encouragement). Conclusions: Results suggest that university- and college-run STEM CPAs play an important role in the STEM education ecology, serving the national goal of expanding the pool of college-going students who aspire to STEM careers. Moreover, results showed that participation in university- and college-run STEM CPAs during high school is equally effective across diverse student characteristics. Policymakers, educators, and those charged with making investment decisions in STEM education should seriously consider university- and college-run STEM CPAs as a promising vehicle to promote diverse students’ STEM career aspirations in the broader STEM learning ecosystem and as an important complement to other STEM learning environments.
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Wolyniak, Michael J. "Balancing Teaching and Research Experiences in Doctoral Training Programs: Lessons for the Future Educator". Cell Biology Education 2, nr 4 (grudzień 2003): 228–32. http://dx.doi.org/10.1187/cbe.03-03-0016.
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While a variety of alternative careers has emerged for Ph.D. life scientists in industry, business, law, and education in the past two decades, the structure of doctoral training programs in many cases does not provide the flexibility necessary to pursue career experiences not directly related to a research emphasis. Here I describe my efforts to supplement my traditional doctoral research training with independent teaching experiences that have allowed me to prepare myself for a career that combines both into a combined educational program. I describe the issues I have come across in finding and taking part in these endeavors, how these issues have affected my work in pursuing my Ph.D., and how my experiences translate into my hopes for a future education-based career in molecular and cell biology.
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Schnoes, Alexandra M., Anne Caliendo, Janice Morand, Teresa Dillinger, Michelle Naffziger-Hirsch, Bruce Moses, Jeffery C. Gibeling i in. "Internship Experiences Contribute to Confident Career Decision Making for Doctoral Students in the Life Sciences". CBE—Life Sciences Education 17, nr 1 (marzec 2018): ar16. http://dx.doi.org/10.1187/cbe.17-08-0164.
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The Graduate Student Internships for Career Exploration (GSICE) program at the University of California, San Francisco (UCSF), offers structured training and hands-on experience through internships for a broad range of PhD-level careers. The GSICE program model was successfully replicated at the University of California, Davis (UC Davis). Here, we present outcome data for a total of 217 PhD students participating in the UCSF and UC Davis programs from 2010 to 2015 and 2014 to 2015, respectively. The internship programs at the two sites demonstrated comparable participation, internship completion rates, and overall outcomes. Using survey, focus group, and individual interview data, we find that the programs provide students with career development skills, while increasing students’ confidence in career exploration and decision making. Internships, in particular, were perceived by students to increase their ability to discern a career area of choice and to increase confidence in pursuing that career. We present data showing that program participation does not change median time to degree and may help some trainees avoid “default postdocs.” Our findings suggest important strategies for institutions developing internship programs for PhD students, namely: including a structured training component, allowing postgraduation internships, and providing a central organization point for internship programs.
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Garmonova, A. V., E. A. Opfer i D. V. Shcheglova. "Master Education and Academic Career Track in Russia". Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, nr 11 (29.11.2022): 47–62. http://dx.doi.org/10.31992/0869-3617-2022-31-11-47-62.
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The master’s degree is an obligatory stage for those who are planning to enter PhD. That is why it should have a clear academic track. Embedding the master’s degree in the academic track allows universities to sum up their efforts to support young scientists. There is an urgent need to support scientific centers in Russian universities. When the universities are competing for academic leadership, academic tracks become the ground for the development strategies.Previous researches showed that most students were ready to choose an academic track when they were master’s students. Thus, the academic track starts long before entering the doctoral programs. The study results reveal that master’s students do not have an opportunity to build an individual academic track within “hybrid” master’s programs. The Russian master’s degree programs shortly involve young researchers in projects, and this applies to all types of universities, including the research ones. The structure and ways of involving students in science do not differ in undergraduate and postgraduate programs. Master’s students who choose academic track do it without changing the major program. However, this trend doesn’t cover all the students. Master’s students use academic tracks to upgrade their professional skills for the further career but not at university or scientific institution.
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Mazerolle, Stephanie M., i Thomas M. Dodge. "National Athletic Trainers' Association-Accredited Postprofessional Athletic Training Education: Attractors and Career Intentions". Journal of Athletic Training 47, nr 4 (1.07.2012): 467–76. http://dx.doi.org/10.4085/1062-6050-47.4.11.
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Context Anecdotally, we know that students select graduate programs based on location, finances, and future career goals. Empirically, however, we lack information on what attracts a student to these programs. Objective To gain an appreciation for the selection process of graduate study. Design Qualitative study. Setting Postprofessional programs in athletic training (PPATs) accredited by the National Athletic Trainers' Association. Patients or Other Participants A total of 19 first-year PPAT students participated, representing 13 of the 16 accredited PPAT programs. Data Collection and Analysis All interviews were conducted via phone and transcribed verbatim. Analysis of the interview data followed the procedures as outlined by a grounded theory approach. Trustworthiness was secured by (1) participant checks, (2) participant verification, and (3) multiple analyst triangulations. Results Athletic training students select PPAT programs for 4 major reasons: reputation of the program or faculty (or both), career intentions, professional socialization, and mentorship from undergraduate faculty or clinical instructors (or both). Participants discussed long-term professional goals as the driving force behind wanting an advanced degree in athletic training. Faculty and clinical instructor recommendations and the program's prestige helped guide the decisions. Participants also expressed the need to gain more experience, which promoted autonomy, and support while gaining that work experience. Final selection of the PPAT program was based on academic offerings, the assistantship offered (including financial support), advanced knowledge of athletic training concepts and principles, and apprenticeship opportunities. Conclusions Students who attend PPAT programs are attracted to advancing their entry-level knowledge, are committed to their professional development as athletic trainers, and view the profession of athletic training as a life-long career. The combination of balanced academics, clinical experiences, and additional professional socialization and mentorship from the PPAT program experience will help them to secure their desired career positions.
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Graves, William H., i Steve Lyon. "Career Development: Linking Education and Careers of Blind and Visually Impaired Ninth Graders". Journal of Visual Impairment & Blindness 79, nr 10 (grudzień 1985): 444–49. http://dx.doi.org/10.1177/0145482x8507901003.
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The development of educational programs which relate to the career development needs of blind and visually impaired youth depends on information about their needs. These data are not presently available. The following study identified career development needs of blind ninth grade students and determined their perceptions of the extent to which these needs were met by their schools. The blind ninth graders surveyed reported that a number of their career development needs were not being met by the schools they attended, and that even those services which were not perceived as necessarily meeting their needs were not readily accessible to them.
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Goodwin, Lloyd R. "Marketing Rehabilitation Counselor Education Programs". Journal of Applied Rehabilitation Counseling 17, nr 4 (1.12.1986): 42–47. http://dx.doi.org/10.1891/0047-2220.17.4.42.
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This article offers a practical guide for rehabilitation counselor educators for marketing rehabilitation counselor education programs in order to attract the highest caliber students possible and to further promote the profession of rehabilitation counseling. Six marketing goals for rehabilitation counselor educators are described: (a) student recruitment, (b) quality education, (c) internships in diverse settings, (d) expand career options for rehabilitation counselors, (e) follow-up with graduates, and (f) program visibility. Numerous marketing strategies are described to achieve these six goals. Also, this article is helpful as an orientation (survival) manual for beginning rehabilitation counseling faculty so they better understand some of the typical expectations of their jobs.
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Barnow, Burt S., Lois M. Miller i Jeffrey A. Smith. "Workforce Entry Including Career and Technical Education and Training". ANNALS of the American Academy of Political and Social Science 695, nr 1 (maj 2021): 260–74. http://dx.doi.org/10.1177/00027162211031811.
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This article reviews the basic patterns of employment and school enrollment for new labor market entrants in the period leading up to the Great Recession and in the decade thereafter. We find a persistent shift into four-year colleges that began during the Great Recession. At the same time, fewer youth are neither working nor enrolled in school. We see little change in occupational training programs during our study period, in program or in participation rates; in particular, rates of training provided via federal workforce development programs remain low among workforce entrants. The research literature on these programs has advanced but without large effects on policy or practice.
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Zavyalova, Elena K., i Maria S. Tamontseva. "An interdisciplinary approach to evaluating the effectiveness of postgraduate education (MBA)". Russian Management Journal 19, nr 2 (2021): 127–50. http://dx.doi.org/10.21638/spbu18.2021.201.
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This article is devoted to the problems of additional professional education in Russia. The results of an exploratory research are presented, the purpose of which was to identify subjective and objective learning factors associated with the development of business careers of graduates of MBA programs. The role of subjective (usefulness of knowledge, business connections) and objective (academic performance) learning factors in the development of a business career is evaluated. The obtained data confirm the validity of using the intelligent career model to analyse the features of the professional actualization of graduates after graduation. The importance of subjective criteria for evaluating the usefulness of the acquired knowledge for both objective (change in income, status) and subjective (satisfaction with the ratio of resource and result) career success is noted. It is shown that academic performance is not related to objective criteria of business career development. It is revealed that the form of employment (entrepreneur or corporate employee) is associated with subjective attitude to knowledge assets and with career development after obtaining an MBA degree.
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Rauscher, Kimberly, Diane Bush, Charlotte Chang i Douglas Myers. "Occupational Safety and Health Education in Post-Secondary Career and Technical Education Construction Programs". Career and Technical Education Research 45, nr 3 (20.12.2020): 63–81. http://dx.doi.org/10.5328/cter45.3.63.
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Construction is one of the most dangerous industries in the US. Career and Technical Education (CTE) programs are important settings in which new construction workers can learn about Occupational Safety and Health (OSH). CTE programs are sometimes the only place where these workers will encounter such training. We set out to examine the quality of OSH education received by students in post-secondary CTE construction programs by conducting a surv ey of instructors teaching in these programs across the country . The goal was to learn the extent to which previously identified" essential elements necessary for providing effective safety and health education" are spread across these programs. Our findings show instructors in these programs prioritize hands-on training, make efforts to stay current in best practices in safety and health, and regularly update their curricula. We also found that instructors need more training on effectively teaching safety and health to more meaningfully integrate such content into their trade skill courses. Finally, we found that instructors need to better model effective safety and health management systems within their classrooms to help keep students safe and set students' expectations for safe work when they enter their chosen trade.
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Klein, Robin, Samantha Alonso, Caitlin Anderson, Akanksha Vaidya, Nour Chams, Anu Kurl, Katryna Lim, Caitlin Taylor i Stacy M. Higgins. "Delivering on the Promise: Exploring Training Characteristics and Graduate Career Pursuits of Primary Care Internal Medicine Residency Programs and Tracks". Journal of Graduate Medical Education 11, nr 4 (1.08.2019): 447–53. http://dx.doi.org/10.4300/jgme-d-19-00010.1.
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ABSTRACT Background Specialized primary care internal medicine (PC IM) residency programs and tracks aim to provide dedicated PC training. How programs deliver this is unclear. Objective We explored how PC IM programs and tracks provide ambulatory training. Methods We conducted a cross-sectional survey from 2012 to 2013 of PC IM program and track leaders via a search of national databases and program websites. We reported PC IM curricular content, clinical experiences, and graduate career pursuits, and assessed correlation between career pursuits and curricular content and clinical experiences. Results Forty-five of 70 (64%) identified PC IM programs and tracks completed the survey. PC IM programs provide a breadth of curricular content and clinical experiences, including a mean 22.8 weeks ambulatory training and a mean 69.4 continuity clinics per year. Of PC IM graduates within 5 years, 55.8% pursue PC or general internal medicine (GIM) careers and 23.1% pursue traditional subspecialty fellowship training. Curricular content and clinical experiences correlate weakly with career choices. PC IM graduates pursuing PC or GIM careers correlated with ambulatory rotation in women's health (correlation coefficient [rho] = 0.36, P = .034) and mental health (rho = 0.38, P = .023) and curricular content in teaching and medical education (rho = 0.35, P = .035). PC IM graduates pursuing subspecialty fellowship negatively correlated with curricular content in leadership and teams (rho = -0.48, P = .003) and ambulatory training time (rho = -0.38, P = .024). Conclusions PC IM programs and tracks largely deliver on the promise to provide PC training and education and produce graduates engaged in PC and GIM.
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Terry, Daniel, i Blake Peck. "Television as a Career Motivator and Education Tool: A Final-Year Nursing Student Cohort Study". European Journal of Investigation in Health, Psychology and Education 10, nr 1 (24.12.2019): 346–57. http://dx.doi.org/10.3390/ejihpe10010026.
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Fictional medical programs are often used for more than just their recreational enjoyment; they can also influence career decision making. Very little research has examined the pedagogical value of fictional medical programs in terms of their motivational value in the choice of a nursing career. As such, the aim of this study was to examine what motivated nursing students to choose nursing careers, if fictional medical programs were motivators, and if they are used by students as a learning tool. The cross-sectional study collected data using a questionnaire and occurred between April and June 2018. The findings were generated from students’ short answers and extended responses within the questionnaire. Data were analysed using descriptive and inferential statistics, while qualitative data were analysed thematically. A total of 291 students participated (82.6% response rate), with motivations for entering nursing being similar to other international studies; however, as motivators, fictional medical television programs were rated higher than job security. Overall, students engage with medical television programs along a television–learning continuum, ranging from limited watching time, recognising inaccuracies, understanding dialogue, through to using fictional medical television programs as tools for learning. However, this is dependent on time, interest, current level of understanding, and a program’s perceived value.
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J. Grabowski, Louis, i Jeanette Miller. "Business Professional Doctoral Programs: Student Motivations, Educational Process, and Graduate Career Outcomes". International Journal of Doctoral Studies 10 (2015): 257–78. http://dx.doi.org/10.28945/2295.
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The emerging body of research on business professional doctoral programs has focused primarily on the programs’ composition and management, offering limited insight into students’ motivations and the impact the degree has on graduates and their careers. However, understanding these student motivations and career impacts is valuable for several reasons. In addition to helping future candidates assess various programs and the business professional doctoral degree itself, it can help enrolled students maximize their academic experience and help administrators improve these programs so that they better meet students’ personal and professional expectations. To bridge this research gap, this study pursued a mixed-methods approach to glean insights into why people pursue professional doctorates in business, the ultimate personal and professional outcomes of students, and the educational process producing those outcomes. The study revealed that most students entered these programs with a desire for personal or professional transformation, including the possibility of entering academia or a new industry. Moreover, the vast majority of program graduates believed they had experienced such a transformation, often in both professional and personal ways. Further, while important to personal growth, alumni perceived that certain program elements—such as the student networks they created and non-research related coursework—had little to no effect upon their career and viewed their research and the research process as far more important to their professional development. Based upon these findings, the researchers propose a comprehensive process model to explain the personal and professional factors and outcomes for graduates of business professional doctoral programs. They also suggest practical steps that students and administrators can take to improve the business professional doctoral educational experience.
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YOSHIDA, Naomi, Keiko ENDO, Keiko KONDO, Kumiko SUGIMOTO, Kazuhiro SHIMOYAMA i Yuzo TAKAGI. "Career History and Perceptions of Dental Hygiene Education Programs". JOURNAL OF THE STOMATOLOGICAL SOCIETY,JAPAN 71and72, nr 4-1 (2005): 77–83. http://dx.doi.org/10.5357/koubyou.71and72.77.
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Ahn, Jaimo, Freddy T. Nguyen, Jason R. Mann i M. Kerry O’Banion. "Restructuring MD–PhD Programs: Career Training or Broad Education?" Academic Medicine 84, nr 4 (kwiecień 2009): 407. http://dx.doi.org/10.1097/acm.0b013e31819a82d2.
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Whitcomb, Michael E. "Restructuring MD–PhD Programs: Career Training or Broad Education?" Academic Medicine 84, nr 4 (kwiecień 2009): 407–8. http://dx.doi.org/10.1097/acm.0b013e31819a830f.
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Greenan, James P., Mingchang Wu i Kristen Broering. "Talented Students in Career, Vocational, and Technical Education Programs". Educational Forum 59, nr 4 (31.12.1995): 409–22. http://dx.doi.org/10.1080/00131729509335073.
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Leierer, Stephen J., Caroline K. Wilde, Gary W. Peterson i Robert C. Reardon. "The Career Decision State and Rehabilitation Counselor Education Programs". Rehabilitation Counseling Bulletin 59, nr 3 (27.03.2015): 133–42. http://dx.doi.org/10.1177/0034355215579278.
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Townsend, Barbara K., i Stephen O. Mason. "Career Paths of Graduates of Higher Education Doctoral Programs". Review of Higher Education 14, nr 1 (1990): 63–81. http://dx.doi.org/10.1353/rhe.1990.0004.
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Cunningham, Judith. "Apprenticeship programs: Challenging career opportunities for the gifted". Roeper Review 9, nr 2 (listopad 1986): 100–101. http://dx.doi.org/10.1080/02783198609553020.
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Rickels, David A., Wesley D. Brewer, Kimberly H. Councill, William E. Fredrickson, Michelle Hairston, David L. Perry, Ann M. Porter i Margaret Schmidt. "Career Influences of Music Education Audition Candidates". Journal of Research in Music Education 61, nr 1 (5.03.2013): 115–34. http://dx.doi.org/10.1177/0022429412474896.
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In this descriptive study, we examined the influences and experiences motivating students to enter college-level music schools as reported by a population of precollegiate students auditioning (but not yet accepted) to music education degree programs. As a follow-up to a published pilot study, this research was designed to quantify the various experiences respondents had as part of their precollege school and community programs that related to teaching and music. Results indicate a strong connection between respondents’ primary musical background and future teaching interest. The top three influential experiences were related to high school ensemble membership (band, choir, orchestra), and the most influential group of individuals in the decision to become a music educator were high school ensemble directors. Respondents from all four primary background groups (band, choir, orchestra, and general or other) rated private lesson teaching as their second strongest future teaching interest, just behind teaching at the high school level in their primary background. Respondents rated parents as moderately influential on their desire to become a music teacher.
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Zheng, Guanghuai, Tuan Dinh Bui, Hai The Hoang, Phuong Thi Hang Nguyen i Vinh-Long Tran-Chi. "Factors Influencing Career Choice Among Social Work Graduates". Journal of Educational and Social Research 12, nr 3 (5.05.2022): 62. http://dx.doi.org/10.36941/jesr-2022-0066.
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In recent years, career decision-making has attracted research attention, especially choosing careers among graduates. Making informed and appropriate career choices are positively related to work performance and career success. The present study investigates the factors influencing career choice among social work graduates. A sample of 417 social work graduates was recruited to complete the survey. Descriptive analysis, Pearson correlation, and multiple linear regression were used to analyze the data. Our results show that there is a positive correlation between environmental, interpersonal, institutional, external, internal factors and career choice. Additionally, multiple regression analysis indicates that external and internal factors influence career choice among graduates. The present findings contribute to the general discussion about the influential factors in graduates' career choices. University administrators must develop career guidance and counseling programs more broadly in universities to support graduates in making appropriate career choices.
Received: 27 December 2021 / Accepted: 31 March 2022 / Published: 5 May 2022
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Adamuti-Trache, Maria, Colleen Hawkey, Hans G. Schuetze i Victor Glickman. "The Labour Market Value of Liberal Arts and Applied Education Programs: Evidence from British Columbia". Canadian Journal of Higher Education 36, nr 2 (31.12.2006): 49–74. http://dx.doi.org/10.47678/cjhe.v36i2.183539.
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In this article, labour market outcomes of British Columbia graduates from liberal arts and applied education programs are investigated by examining the 1996 cohort of baccalaureate graduates one year and five years after graduation. We argue that the individual return to education has to be analyzed from a multi-dimensional perspective, in relation to initial educational and career goals of graduates who have anticipated both intellectual challenges and economic rewards from their investment in education. The study reveals differences in outcomes (i.e., employment, earnings) by program type, gender and age. Our main conclusion is that graduates from applied education programs experience a more rapid integration into the labour market as compared to graduates from liberal arts education programs. Although earning differences by program type and age either decrease or even disappear over time, earning differences by gender are enhanced five years after graduation. Also, we conclude that graduates from applied education programs establish and accomplish more focused educational and career goals, while graduates from liberal education programs establish broader educational and career goals.
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Jung, Ji Hye, Hye Jin Kim i Ji-Su Kim. "Comparison of Nursing Performance Competencies and Practical Education Needs Based on Clinical Careers of Operating Room Nurses: A Cross-Sectional Study". Healthcare 8, nr 2 (18.05.2020): 136. http://dx.doi.org/10.3390/healthcare8020136.
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In order to provide appropriate practical training for quality nursing care, it is necessary to evaluate nursing performance competencies in terms of clinical careers. Using convenience sampling, this cross-sectional study aimed to identify the nursing performance competencies and practical education needs of operating room nurses by evaluating nurses’ clinical careers. The participants in this study were 182 nurses working in the operating rooms of four general hospitals in Seoul, Korea. Data came from self-report questionnaires regarding nursing performance competencies and practical education needs. The results showed that participants’ nursing performance competencies and practical education needs differed significantly across clinical career groups. Further, participants’ nursing performance competencies were negatively correlated with practical education needs in terms of clinical career. In order to develop an effective and continuous practical education program for operating nurses, various education programs that reflect nursing performance competencies and practical education needs for particular stages of clinical careers are necessary.
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You, Jeongae, Woosuk Kim, Hyun-Suk Lee i Minjung Kwon. "Best Content Standards in Sports Career Education for Adolescents: A Delphi Survey of Korean Professional Views". Sustainability 13, nr 12 (9.06.2021): 6566. http://dx.doi.org/10.3390/su13126566.
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Sports careers are an interesting field for adolescents who enjoy participating in sports. Sports career education provides special support to learners by educating them about occupational sustainability and even discontinuation possibilities. Most sports career education programs implemented in schools and other institutions are unsystematic and ineffective. That is, the lack of systematic guidance by educators or counselors at schools make promising adolescents with talents and/or interests in sports look for different career paths. This study developed the best content standards in sports career education for adolescents using a Delphi survey from Korean professional views. The Delphi survey included three rounds and was conducted with 20 professionals from the field. Five content domains and 30 sub-content elements were identified as the best content standards in sports. Based on the consensus, the five content domains identified were as follows: (a) understanding sports careers, (b) self-understanding in sports, (c) understanding sports-related occupations, (d) exploring sports careers, and (e) designing sports careers. The best content standards identified in this study provided important data regarding the educational resources that educators or counselors could use to assist adolescents who enjoy playing sports or who consider sports as their future career path. These standards could guide the decision-making of educators or counselors regarding the best educational content and activities for sports careers. Furthermore, these standards could play a significant role in discovering and nurturing the needs and aptitudes of a diverse group of adolescents in sports.
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Fleming, Robin, Bobbie Berkowitz i Allen D. Cheadle. "Increasing Minority Representation in the Health Professions". Journal of School Nursing 21, nr 1 (luty 2005): 31–39. http://dx.doi.org/10.1177/10598405050210010701.
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Research indicates that health disparities may be reduced by increasing the number of ethnic minorities working in health occupations. Establishing health career pathway programs for immigrant and ethnic minority students is one way to address this problem. One such program, Cross-Cultural Education in Public Health (CCEPH), was developed, implemented, and evaluated to determine whether participants expressed greater interest in pursuing health care careers after program completion. A sample of 72 immigrant students in two high schools participated in the program, which was based on Bandura's theory of self-efficacy. Data were gathered using pre- and postprogram surveys that measured academic self-efficacy and career consideration. Results for academic efficacy were not statistically significant, but interest level in health care careers rose substantially. Although further research needs to be conducted to determine whether such programs increase self-efficacy, programs such as CCEPH can increase the consideration of health careers among immigrant and ethnic minority students.
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Fleming, Robin, Bobbie Berkowitz i Allen D. Cheadle. "Increasing Minority Representation in the Health Professions". Journal of School Nursing 21, nr 1 (luty 2005): 31–39. http://dx.doi.org/10.1177/10598405050210010801.
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Research indicates that health disparities may be reduced by increasing the number of ethnic minorities working in health occupations. Establishing health career pathway programs for immigrant and ethnic minority students is one way to address this problem. One such program, Cross-Cultural Education in Public Health (CCEPH), was developed, implemented, and evaluated to determine whether participants expressed greater interest in pursuing health care careers after program completion. A sample of 72 immigrant students in two high schools participated in the program, which was based on Bandura's theory of self-efficacy. Data were gathered using pre- and postprogram surveys that measured academic self-efficacy and career consideration. Results for academic efficacy were not statistically significant, but interest level in health care careers rose substantially. Although further research needs to be conducted to determine whether such programs increase self-efficacy, programs such as CCEPH can increase the consideration of health careers among immigrant and ethnic minority students.
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Magnotta, Sarah R., Plamen Peev i Erin Steffes. "Everyone’s a Winner: The Initiation and Effectiveness of an Intracollegiate Sales Competition". Journal of Marketing Education 42, nr 3 (6.08.2020): 243–56. http://dx.doi.org/10.1177/0273475320947774.
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Job opportunities in the field of professional sales are fast growing, with sales organizations striving to hire sales students who are prepared to embark on a sales career. Unfortunately, university business programs and faculty often lack the resources necessary to thoroughly prepare students for a sales career, or to expose them to career opportunities within their local market. This research posits an intracollegiate sales competition as a tool to benefit students, corporate partners, business schools, and faculty, and in doing so, provides considerations and best practices for initiating a competition. The findings of two additional studies provide empirical evidence suggesting that after competing in a sales competition, students have an increased perception of sales careers, an enhanced knowledge of the sales process, and an increased intent to pursue a sales career after graduation. Furthermore, student competitors’ perceived preparedness for a sales career fully mediates their intent to pursue one. Additionally, competitors had better learning outcomes than students completing a traditional in-class role-play activity.
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Kim, Suran. "Exploring the Application of Chaos Theory of Career in Career Education for University Students". Korean Career, Entrepreneurship & Business Association 7, nr 1 (30.01.2023): 37–52. http://dx.doi.org/10.48206/kceba.2023.7.1.37.
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The purpose of this study is to introduce the Chaos Theory of Career(CTC) and to explore specific ways to apply it to career education in domestic universities. For this purpose, the characteristics and major concepts of the CTC were introduced based on CTC-related studies and books through literature research methods. In addition, the study analyzed the studies that verified the effectiveness of CTC career education and explored ways to apply CTC-based programs to domestic universities. As a result, a plan to utilize various CTC-based programs within the framework of the four- step career education model (self- understanding, understanding of the job world, career planning, and career preparation) operated in career education of most Korean universities was suggested. This CTC-based education is expected to help students understand themselves from a more contextual point of view than the existing matching model-based education, and to improve career adaptability in the rapid change of the job world. In addition, it will contribute to promoting the possibility that planned things and unplanned happenstance can coexist rather than separate, and to positively view the uncertain situation as it is now.
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Hansen, L. Sunny. "Changing contexts for career programs". Journal of Career Development 13, nr 3 (marzec 1987): 31–42. http://dx.doi.org/10.1007/bf01351856.
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Arrington, Kelly. "Middle Grades Career Planning Programs". Journal of Career Development 27, nr 2 (grudzień 2000): 103–9. http://dx.doi.org/10.1177/089484530002700204.
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Hansen, L. Sunny. "Changing Contexts for Career Programs". Journal of Career Development 13, nr 3 (styczeń 1987): 31–42. http://dx.doi.org/10.1177/089484538701300304.
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Dill, Janette S., i Jennifer Craft Morgan. "Employability among low-skill workers: Organizational expectations and practices in the US health care sector". Human Relations 71, nr 7 (21.11.2017): 1001–22. http://dx.doi.org/10.1177/0018726717734035.
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In today’s unstable and uncertain economy, middle-class and professional workers are expected to participate in employability activities, such as ongoing higher education and obtaining additional credentials. These activities are expected by employers, protect workers against layoff, and help to advance workers’ careers. In this article, we argue that the expectations of employability are increasingly being placed on lower-level workers by their employers, in partnership with educational institutions. We draw on 20 case studies of career development programs in a variety of health care settings across the United States. We found that through the development (and requirement) of credentials and partnerships with educational institutions, employers encouraged low-level employees to be continually considering their employability and career pathways. However, while the career development programs in our sample use many of the same employability practices seen among middle-class and professional workers, there were often minimal financial or educational rewards for low-level workers. Career programs that focused on established credentials (e.g. surgical technicians, registered nurses), though, were able to provide substantial upward social mobility for workers.